Content and Language Integrated Learning in Hong Kong

Lo, Yuen Yi; Lin, Angel M. Y.

doi:10.1007/978-3-030-02899-2_50

Cited by 12 publications

(3 citation statements)

References 56 publications

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“…In general, the majority of primary schools in HK adopt Chinese-medium instruction (CMI) for most content subjects and English is taught as a separate core subject. At the tertiary level, universities in HK use EMI due to the need to improve global outlook, cater for a large number of international students and improve employability among students (Lo & Lin, 2018). While the medium-of-instruction policies are broadly set for primary and university education, medium-of-instruction policy at the secondary level has gone through immense changes (Poon, 2010).…”

Section: Medium-of-instruction In Hong Kongmentioning

confidence: 99%

“…the target language) in EMI classrooms (Lin, 2013;Lo, 2015;Macaro 2018). However, one important issue encountered by EMI teachers in HK is the wide gap between students' English proficiency and cognitive levels (Lo and Lin, 2018). In EMI classrooms where some students' English proficiency levels do not reach the threshold level, they are often prevented from mastering the academic knowledge which is often abstract and cognitively more difficult for students (Lo, 2014).…”

Section: Issues In Implementing Emimentioning

confidence: 99%

“…Adopting English-as-a-second/foreign-language other than the home language as the mediumof-instruction in academic subjects, such as mathematics and science, is a growing phenomenon in many countries (Lo, 2014;Lo & Lin, 2018). It is widely acknowledged that the language of science and mathematics involves different subject-specific technical terms and tends to be more analytical in nature, as it is used to express abstract concepts, logical relationships and universal phenomena (see 'Issues in Implementing EMI' section).…”

Section: Introductionmentioning

confidence: 99%

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Tai

2021

Res Sci Educ

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In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students’ everyday culture to cultures of school science and mathematics.

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Section: Medium-of-instruction In Hong Kongmentioning

confidence: 99%

Section: Issues In Implementing Emimentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Tai

2021

Res Sci Educ

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The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

Ou,

Mendoza,

2024

Review of Education

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The early years of learning and the transition period are important for novice teachers. This systematic review investigated the influence that training provisions for novice primary and secondary English language teachers in Hong Kong have had on their initial workplace experience. From a large body of literature dated between 1980 and 2023, a final set of 20 articles that met our inclusion criteria was analysed using Kumaravadivelu's (2012) model of second language teacher education (consisting of the five modules of Knowing, Analysing, Recognising, Doing and Seeing). The findings were condensed into three thematic strands: (i) teacher authority: novice teachers can feel lost among different authorities (including ideological conflicts between university and school authorities) and their desire to establish their own teacher authority, but must eventually learn to think from the students' perspective to improve teaching, (ii) teacher socialisation: whether obtaining sufficient colleague and mentor support or not would lead to their diverse experiences, and (iii) two weaknesses in teacher preparation that require attention across both university preparation and in‐school training: the novice teachers were under‐prepared in procedural knowledge and in learning to theorize. These findings provide internationally relevant theoretical contributions that can advance the understanding of both novice teacher development and primary and secondary English language teacher training. From a practical perspective, the findings point to areas that need attention in novice language teachers' transition to the workplace and this may be relatable to international audiences. Context and implicationsRationale for this studyThis systematic review aims to reveal how the training provisions in Hong Kong have influenced early‐year primary and secondary school English language teachers' initial workplace experience.Why the new findings matterOur findings will reveal what impact training provisions for novice English language teachers may have on their initial workplace experience and what gaps may exist in such provisions.Implications for researchers, practitioners and teacher educatorsThe findings in this study can be applied to many other contexts like Hong Kong where English is used as one of the official languages or as a second language. Our recommendations can inform English language teacher education, by highlighting: (a) how novice teachers can feel lost between two different authorities: the school and the university; (b) how novice teachers can undergo a range of positive and negative experiences in their socialisation process; (c) how novice teachers struggle to develop their procedural knowledge; and (d) that novice teachers may not have received enough support in theory‐building.

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Computer-Mediated Communication (CMC)

Chew

2021

Interpersonal Interactions and Language Learning

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Content and Language Integrated Learning in Hong Kong

Cited by 12 publications

References 56 publications

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

The impact of training provisions on novice English language teachers in Hong Kong: A systematic review

Computer-Mediated Communication (CMC)

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